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PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 5-6 HEALTH UNIT SEMESTER 1 UNIT 1 PLAN

Deep Learning Inquiry Cycle QuestionHarvesting Good HealthIn this unit, students will explore how competing factors and technologies influence the design of a sustainable service, which provides a plant for the preparation of a healthy food product.Students will apply processes and production skills, to: Examine how people in design and technologies occupations address competing considerations,

including sustainability in the design of products, services, and environments for current and future use

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use

Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoringDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.Check in / Check out (thumbs up) strategies

Participate in online discussion with food and fibre producer; Use digital technologies such as You tube to source food and fibre production techniques and packaging techniques

Students may visit local Woolworths, Coles or Fruit and Vegetable supplier to investigate the various types of food and fibre products including the various types of packaging

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Design challenge: To design a service that provides an edible plant that can be used to create a healthy food product. (Portfolio)

Term 2, Week 2 F Part A: Investigsting

Term 2, Week 8 S Part B: Generating and producing designs

Term 2, Week 9 S Part C: Evaluating design solutions

Note: This unit is integrated with Health and Physical Education Unit 2 Healthy Habits.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lesson 1: Assessment

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyService, edible, product, healthy, plant, design, portfolio

WALT: To design a service that provides an edible plant that can be used to create a healthy food product.

WILF: An understanding of what a food and fibre production service is and what are healthy products

TIB: Students need to know and understand the complexities of the food and fibre industry, including people, equipment etc.

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Understand the assessment.• Review the Guide to making judgments and

understand the standards A–E.• Conduct the assessment.

Student resourcesAssessment task — Harvesting good health: Portfolio

Teacher resourcesAssessment task — Harvesting good health: Portfolio — Teaching notesAssessment task — Harvesting good health: Portfolio — Model response

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

Part A Investigating

Part B Generating and producing

designs

Part C Evaluating design solutions

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Unit 1: Alternative projects – Harvesting Good Health

Unit 1: Tools and materials – Harvesting Good Health

Unit 1: Farms and Systems (slideshow)

Unit 1: Introduction to the unit – Harvesting good health (slideshow)

Developing a service (slideshow) What is food and fibre

production? (slideshow) What is food production?

(slideshow) Creating a production plan

(slideshow) Creating packaging solutions

(slideshow) Developing a service (slideshow) Australian Guide to healthy eating

(sheet) Competing factors in design

(sheet)


https://learningplace.eq.edu.au/cx/





Lesson 2: Connections between learning & assessment

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

VocabularyService, edible, product, healthy, plant, design, portfolio, harvesting, investigating, generating, producing, evaluating

WALT: What is food and fibre production and how the 5 food groups help our bodies to be healthy

WILF: An understanding of food and fibre productions, the five food groups, and what it means to be healthy

TIB: To be able to design a food and fibre production, students must know the kinds of foods required to be produced and the purpose of those foods

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Understand the concept of design and

how technology is used in society to meet needs.

Explore the unit’s context for study and its focus on:o how and why food is produced in

managed environmentso how food preparation techniques

and technologies can assist in maintaining good health

o competing considerations (factors) that influence the design of products and environments.

Prior learningStudent resources

Slideshow - What is food and fibre production?

Teacher resources Slideshow - Five food groups Slideshow - How food helps our

bodiesHelpful information

Sheet - Australian guide to healthy eating

Supporting learning resource - Healthy eating for children

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.






Teacher Resources Supporting learning resource -

C2C: Design and Technologies glossary

Supporting learning resource - Introduction to the unit: Design and Technologies Years 5-6 Unit 1

Supporting learning resource - Alternative projects

Supporting learning resource - Tools and materials

Supporting learning resource - Technologies essentials

Student Resources Slideshow - The design process Slideshow - Meet the design team Slideshow - What is a portfolio? Slideshow - Introduction to the

unit: Harvesting good health Slideshow - Thinking skills in

Design and Technologies







Lessons 3-9: Healthy living for plants and people

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

VocabularyService, edible, product, healthy, plant, design, portfolio, harvesting, investigating, generating, producing, evaluating

WALT: Understanding the different types of food that make us healthy, including preparation and cooking to maximise nutritional value

WILF: Students to understand that we need a variety of food to maintain health and that the way we prepare and cook food play a vital role in retaining its nutritional value

TIB: A healthy diet is important as is the way we prepare food

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Food for health Plant production Investigate a plant service

Food for Health: Example learning opportunities• Identify reasons people need food.• List different food groups and food

examples illustrated on the Australian Guide to Healthy Eating.

• Examine the role different types of food play to enable people to grow and be healthy.

• Explore different ways fresh produce can be prepared to create healthy meals.

• Describe healthy food preparation techniques that minimise the salt, sugar and fat content and maximise the retention of vitamins and dietary fibre.

• Sort images of food to recommend the healthy food choices

Teacher resources Supporting learning resource - Growing

seedlings Supporting learning resource - Packaging

materials

Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.






Food for HealthStudent resources Slideshow - Nutrition Sheet - The Australian Guide to

Healthy Eating Sheet - Australian Guide to

Healthy Eating (blank) Slideshow - Five food groups Slideshow - How food helps our

bodies Slideshow - Healthy cooking

techniquesPlant productionStudent resources Slideshow - Plants are for

everyone Slideshow - What is food

production? Slideshow - Farms are systems Sheet - Plant nurseries Video - Plant nurseries Sheet - Managing systems: Soil

improvement Slideshow - Technologies used in

plant production Slideshow - Thinking skills in








Lessons 3-9: Healthy living for plants and people

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Plant productionExample learning opportunities• Identify the various benefits of growing

edible plants.• Discuss types of edible plants and the

ways they are grown.• Examine the process of ‘paddock to

plate’.• Discuss the advantages of consuming

locally grown, fresh produce.• Describe how community gardens and

commercial nurseries use systems (growing, fertilising, irrigating), materials (plant containers, packaging, labels), techniques and tools to grow and distribute plants considering sustainability.

• Research ways to improve soil quality and design a class composting system to nourish the seedlings.

• Identify needs (present and future) that can be met through the provision of a labelled and packaged plant.

Investigate a plant service• Identify the role of different services.• Examine a plant product that is ready for

sale. Describe how it is packaged and labelled.

Assessment checkpoint: This is an appropriate time to complete Part A of the assessment task Harvesting good health: Portfolio.


U2B

Expose to more technical or specific vocabulary.




Food for HealthStudent resources Slideshow - Nutrition Sheet - The Australian Guide to

Healthy Eating Sheet - Australian Guide to

Healthy Eating (blank) Slideshow - Five food groups Slideshow - How food helps our

bodies Slideshow - Healthy cooking

techniquesPlant productionStudent resources Slideshow - Plants are for

everyone Slideshow - What is food

production? Slideshow - Farms are systems Sheet - Plant nurseries Video - Plant nurseries Sheet - Managing systems: Soil

improvement Slideshow - Technologies used in

plant production Slideshow - Thinking skills in





• Identify the purpose and design features of the plant product — packaging, care label, and product information.

• Define term ‘plant service’.• Discuss needs that are met through the

provision of a plant service.• Discuss factors to consider in the design

of a plant service.• Investigate a range of competing factors,

including sustainability, which would affect a plant service in a school environment. Suggest ways to manage these.

• Create criteria for success by describing how the plant service can meet needs such as being sustainable, providing information and enabling people to grow and be healthy.





Lessons 10-20: Design, manage & evaluate a plant service

Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

VocabularySustainable, techniques, conditions, nutrients, preparation, properties, systems

WALT: Techniques and conditions to maximise plant growth; healthy food preparation and product packaging techniques

WILF: Students to begin expanding on their knowledge of food and fibre production; generating a range of edible plants and be able to deconstruct packaging and complete a diagram

TIB: Students will need to demonstrate an understanding of these areas to successfully complete their portfolio

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. Generate design ideas Produce a sustainable plant service Evaluate design solutions Generate design ideasExample learning opportunities• Brainstorm a range of edible plants

suitable for distribution through a school-based plant service.

• Describe techniques and conditions to maximise plant growth.

• Suggest how the different plants could be used to create healthy food products.

• Name nutrients present in different edible plants.

• Describe healthy food preparation techniques.

• Examine a pre-existing packaged product. Deconstruct the packaging and complete a sample annotated diagram and production plan for the reconstruction of this packaging.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of

Assessment checkpoint: This is an appropriate time to complete Part B questions 1–12 of the assessment task Harvesting good health: Portfolio.

Assessment checkpoint: This is an appropriate time to complete Part B Question 13 of the assessment task Harvesting good health: Portfolio.


U2B





Student resources Slideshow - Developing a

service Sheet - Working collaboratively

with others Slideshow - Communicating

design ideas Slideshow - Creating a

production plan Slideshow - Healthy cooking

techniques Slideshow - Creating packaging

solutions

Teacher resources Supporting learning resource -

Tools and materials Supporting learning resource -

Safety in Design and Technologies







Lessons 10-20: Design, manage & evaluate a plant service

Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

• Describe a range of materials and systems that can be used to package and label a plant

• Examine and test the properties of these materials and systems, considering factors including sustainability.

• Design solutions for the chosen plant’s packaging, care label and fact sheet that include nutritional facts and a healthy recipe.

• Sketch and annotate design ideas.• Devise a production plan that

outlines procedural steps and resources required to create the design solutions.

Produce a sustainable plant service

Example learning opportunities

• Follow safety procedures to use materials, tools and techniques effectively to produce design solutions.

• Produce design solutions for the plant service.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of

Assessment checkpoint: This is an appropriate time to complete Part B Question 13 of the assessment task Harvesting good health: Portfolio.


U2B





Student resources Slideshow - Developing a

service Sheet - Working collaboratively

with others Slideshow - Communicating

design ideas Slideshow - Creating a

production plan Slideshow - Healthy cooking

techniques Slideshow - Creating packaging

solutions

Teacher resources Supporting learning resource -

Tools and materials Supporting learning resource -

Safety in Design and Technologies




Assessment Task:

Design and TechnologiesHarvesting good health

Years 5–6 Band Unit 1

Assessment task — Portfolio

Name Class

Teacher Date

Task

Design challenge:• To design a service that provides an edible plant that can be used to create a healthy food

product.

The service will involve the design of the plant’s:

• packaging

• fact sheet.

Instructions

Complete:• Part A: Investigating

• Part B: Generating and producing designs

• Part C: Evaluating design solutions

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Years 5–6 Band Design and Technologies: Unit 1 — Harvesting good health: Portfolio Name:

Purpose of assessment: To design a service that provides an edible plant that can be used to create a healthy food product.

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production skills

Technologies and society, Technologies contexts Investigating and defining, Generating and designing, Producing and implementing, Evaluating, Collaborating and managing

Describe competing considerations in the design of the service taking into account sustainability. Describe how Design and Technologies contribute to meeting present and future needs.Explain how the features of technologies impact on designed solutions.

Create a service that meets identified needs or opportunities. Combine and communicate design ideas for a service, including graphical representation techniques and technical terms. Select and use appropriate tools, components and techniques, and record a production plan including production processes, to safely produce a service. Suggest and use criteria for success, including sustainability, to evaluate a design.

Supports description of competing factors with examples.Provide relevant examples when describing how a plant service is designed to meet present and future needs.Justifies the choice of technologies used in the design of a plant service.

Uses technical terms and a variety of graphical representations to justify design ideas.Skilfully uses a variety of tools, materials and techniques to create a service that meets a range of identified needs. Develops and modifies production plan to meet identified needs.Justifies design choices and suggests ways to improve the service.

A

Uses technical terms to describe competing factors.Identifies multiple benefits of a service.

Uses detailed diagrams with annotations to communicate design ideas.Uses a variety of tools to create a service that meets identified needs.Develops a logically sequenced and detailed production plan.Describes the characteristics of suitable materials for the identified purpose.

B

Describes competing factors in the design of a plant service taking into account sustainability.Describes how a plant service is designed to meet present and future needs. Explains how the plant service uses technologies.

Generates and communicates design ideas for a plant service using text and design sketches.Selects and uses appropriate tools and techniques, and records a production plan to safely produce a plant service.Creates a service that meets identified needs.Suggests and uses criteria for success to evaluate the design.

C

Describes factors.Identifies a need met by the plant service.Lists technologies used in the design of the plant service.

Sketches and labels a design idea.Uses materials and tools to package and distribute plants for a plant service.Lists production tasks.Creates elements of a service.Rates design.

D

Identifies factors.Names a service.

Draws or describes a design idea.Lists and safely uses materials and tools with guidance.Identifies a need. Describes a design.

E

Feedback:

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Setting the scene:

Part A: Investigating

1. Describe the service shown in the picture below.

Food delivery What is provided?

How is it provided?

Image: https://pixabay.com/en/pizza-boxes-boxes-pizza-service-358029/

2. Identify how a customer benefits from using this service.

3. Identify how a customer could benefit from using a service that provides an edible plant.

4. Select one of these factors. Describe how the factor affects the design of the service.

Plant — type, size, plant produce Delivery method

Sustainability

5. Select two factors and describe how they compete with each other.

Example: Factors — Plant size, delivery method

A larger plant may be ready to harvest, but difficult to package and deliver.

6. Match the edible plants to the food products they can be used in.

Suggest other examples.

Edible plants Healthy food products

Basil (herb)

Strawberries

Tomatoes

Snow peas

Salad

Smoothies

Soup

Stir-fry

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Using fruit, vegetables and herbs in meals is a healthy option.Providing people with an edible plant would be a useful service.Choosing the right plant, packaging and helpful information will be important.

Before you begin to design a service that provides an edible plant, think about what characteristics would make the service successful. With the plant your service provides, you will provide information (fact sheet and recipe) and packaging for the plant.

7. Write criteria for success for the design of the service.

The ratings and evaluation are to be completed in Part C.

Complete this column now. Complete these columns in Part C.

Criteria for success

Describe how a design can:

Rating () Evaluation comments:

The design does this by:

be sustainable Example: the cardboard packaging is recyclable.

provide helpful product information

Example: the fact sheet provides a recipe that uses the plant’s produce.

be easy to package and deliver. Example: the plant’s packaging has a strong handle.


Part B: Generating and producing designs

Plant product

1. List plants you have considered for your service.

2. Name the edible plant your service will provide. Explain why you chose this plant.

3. Describe how to care for the plant to maximise its growth.

4. Explain the health benefits this plant provides.

5. Name a recipe that features this plant’s produce.

6. Describe food preparation techniques and ingredients used in this recipe that make it healthy.

7. Design and create a product fact sheet that includes:

care instructions to optimise plant growth the health benefits of eating the plant’s produce

a healthy recipe featuring the plant’s produce.

Plant packaging

8. Explain the reasons why the packaging material for the plant needs to have the following characteristics:

Strong and durable Low-cost and readily available

Sustainable

9. List and evaluate three different materials that could be used to package the plant.

You may use a table like the one below

Packaging

material

Desirable characteristics

Comments:

Durable

Easy to get

Sustainable

Example:

Egg cartons

(when dry)

Biodegradable material

Strong when dry; weakened when wet.

Repurposed package; no cost.

10. Design a packaging solution for the plant.

Sketch and label the design solution. Note reasons for design choices.

11. Create a production plan that lists the resources and steps needed to create the packaged plant solution.

12. Follow your production plan to create the packaged plant solution.

Part C: Evaluating design solutions


Let’s choose a plant for our service.

Let’s decide how to package our plant.

1. Complete the Criteria for success table you developed in Part A, Question 7.


Australian Curriculum

Design and Technologies - Years 5 and 6

Years 5 and 6 Bank Achievement Standard

By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)

Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students require prior experience with the following in Years 3-4 Band: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet

community needs (ACTDEK010) Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011) Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions

(ACTDEP014) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Curriculum working towards

The teaching and learning in this unit work towards the following in Years 7-8 Band Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations

are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029) Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable (ACTDEK032) Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033) Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034) Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035) Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation

techniques (ACTDEP036) Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037) Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038) Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.

Literacy Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy

Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions

Intercultural understanding Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainability

Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.

For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements,

Assessing student learningAssessment name: Harvesting good health: Portfolio

Assessment description: Students design a service that provides an edible plant that can be used to create a healthy food product. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design andtechnologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

exploring how food can help our bodies grow and stay healthy examining systems, materials, techniques and tools to grow and distribute edible plants investigating a plant service and identifying criteria for a successful plant service generating design ideas for a plant service that provides an edible plant that can be used to create a healthy food product developing and implementing a production plan to create the design solution evaluating the design solutions using the identified criteria for success.

FeedbackFeedback may relate to the development of students' Design and Technologies knowledge, understanding and application of process and production skills. In this unit this may include providing feedback about a student's ability to:

explain how food helps our bodies to grow and stay healthy describe ways to create healthy food products describe conditions plants need to growth and recognise sustainable practices recognise managed systems, tools and techniques used in agriculture describe the services provided by plant nurseries compare and contrast plant packaging materials and care instructions identify competing factors affecting plant distribution and recommend management strategies sketch and annotate design ideas and draw conclusions about packaging materials sequence and manage activities collaboratively and select and safely use appropriate tools and equipment for the design make judgments about the quality of the service by referring to the criteria for success.

Year 5-6 Semester 1 Unit 1 Digital & Design Technology Report Card Comment Bank(Incorporated into HPE Comments)

A B C D E1T56A 1T56B 1T56C 1T56D 1T56E

Unit 1 - Harvesting Good Health

{Name} supported description of competing factors with examples.{She,He} provided relevant examples when describing how a plant service is designed to meet needs. {Name} justified the choice of technologies used in the design of a plant service. {She,He} used technical terms and a variety of graphical representations to justify design ideas. {Name}skilfully used a variety of tools, materials and techniques to create a service that meets a range of identified needs.


{Name} used technical terms to describe competing factors and identified multiple benefits of a service. {She,He} used detailed diagrams with annotations to communicate design ideas and used a variety of tools to create a service that meets identified needs. {Name} developed a logically sequenced and detailed production plan. {She,He} described the characteristics of suitable materials for the identified purpose.


{Name} described competing factors in the design of a plant service taking into account sustainability and how a plant service is designed to meet present and future needs. {She,He} explained how the plant service uses technologies andgenerated and communicated design ideas for a plant service using text and design sketches.{Name} selected and used appropriate tools and techniques, and recorded a production plan to safely produce a plant service.


{Name} described factors and identified a need met by the plant service. {She,He} listed technologies used in the design of the plant service. {Name} sketched and labelled a design idea, and used materials and tools to package and distribute plants for a plant service.{She,He} listed production tasks and created elements of a service.{ Name} rated a design.


{Name} identified factors and named a service, drew or described a design idea.{She,He} listed and safely used materials and tools with guidance. {Name} identified a need and described a design.

Design & Technology Pre-ModerationYear 5-6 2: Unit 1 Semester 1 Title: Harvesting Good Health

Curriculum Intent for the Unit (see unit /task description) In this unit students will explore how competing factors and technologies influence the design of a sustainable service which provides a plant for the preparation of a healthy food product.

Learning opportunities support students to: Examine how people in design and technologies occupations address competing considerations, including sustainability in the

design of products, services, and environments for current and future use Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the

impact of their use Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be

healthy Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve

intended designed solutions Develop project plans that include consideration of resources when making designed solutions individually and collaboratively Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical

representation techniques Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed

solutions

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 & 2 Technologies units. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to the development of students' Design and Technologies knowledge, understanding and application of process and production skills. In this unit this may include providing feedback about a student's ability to:

explain how food helps our bodies to grow and stay healthy describe ways to create healthy food products describe conditions plants need to growth and recognise sustainable practices recognise managed systems, tools and techniques used in agriculture describe the services provided by plant nurseries compare and contrast plant packaging materials and care instructions identify competing factors affecting plant distribution and recommend management strategies sketch and annotate design ideas and draw conclusions about packaging materials sequence and manage activities collaboratively and select and safely use appropriate tools and equipment for the

design make judgments about the quality of the service by referring to the criteria for success.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Year 5 – Year 6 Achievement StandardBy the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutionsDesign and Technologies Knowledge and Understanding Describes competing factors in the design of a plant service taking into account sustainability. Describes how a plant service is designed to meet present and future needs. Explains how the plant service uses technologies.

Design and Technologies Processes and Production Skills Generates and communicates design ideas for a plant service using text and design sketches. Selects and uses appropriate tools and techniques, and records a production plan to safely produce a plant service. Creates a service that meets identified needs. Suggests and uses criteria for success to evaluate the design.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)Design and Technologies Knowledge and Understanding Uses technical terms to describe competing factors. Identifies multiple benefits of a service.Design and Technologies Processes and Production Skills Uses detailed diagrams with annotations to communicate design ideas. Uses a variety of tools to create a service that meets identified needs. Develops a logically sequenced and detailed production plan. Describes the characteristics of suitable materials for the identified purpose.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Design and Technologies Knowledge and Understanding Supports description of competing factors with examples. Provide relevant examples when describing how a plant service is designed to meet present and future needs. Justifies the choice of technologies used in the design of a plant service.Design and Technologies Processes and Production Skills Uses technical terms and a variety of graphical representations to justify design ideas. Skilfully uses a variety of tools, materials and techniques to create a service that meets a range of identified needs. Develops and

modifies production plan to meet identified needs. Justifies design choices and suggests ways to improve the service.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1AssessmentKey ideaAssessment of learning

Evidence of learningCan the student:

Understand an overview of the unit? Understand what the assessment task is?

Lesson 2Connections between learning and assessmentKey ideas

Curriculum organisation Prior learning


Discuss the role of designers? Identify problems in society that may require

a design solution (past/present/future)?Lessons 3-9Healthy living for plants and people Key ideas

Food for health Plant production Investigate a plant service


Identify relationship between food intake and good health?

Explain healthy ways of preparing food?

Lessons 10-20Design, manage and evaluate a plant serviceKey ideas

Generate design ideas Produce a sustainable plant service Evaluate design solutions


Identify a range of edible plants? Suggest how different pants could be used to

create healthy food products? Describe a range of materials and systems

that can be used to package and label a plant service/product?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Design & Technology Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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